School: DON JUAN DELA CRUZ CENTRAL Grade Level: THREE
Teacher: BOBBIE G. BATINGAL Learning Area: MATHEMATICS
Teaching Quarter: 3
Dates/Time:
I. OBJECTIVES a. identify what is a pattern;
Learning objectives b. determine a missing term/s in a given combination of continuous and repeating
needs to be SMART pattern (M3AL-IIIi-4); and
(Specific, Measurable, c. cooperate in group activity applying repeating patterns in real-life situations.
Achievable, Relevant,
Time-bounded)
The objective clearly
states what is expected
from the learners. It will
also allow
demonstration of the
skill after the lesson. It is
realistic and achievable
in a 50 min-period for
my set of learners.
A. Content Demonstrates understanding of continuous and repeating patterns and mathematical sentences
Standards involving multiplication and division of whole numbers.
B. Performance Is able to apply knowledge of continuous and repeating patterns and number sentences
Standards involving multiplication or division of whole numbers in various situations.
C. Learning Determines the missing term/s in a given combination of continuous and repeating
Competencies pattern
II. CONTENT Demonstrates understanding of continuous and repeating patterns
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material Grade 3 SLM Q3 – Missing Term sa Pattern
pages
3. Textbook pages
4. Additional
Materials from
LRMDS
B. Other Learning PowerPoint presentation, video clip
Resources [Link]
IV. PRELIMINARIES a. Prayer
Safe learning environment, b. Attendance
culturally sensitive and c. Review : Identify and draw the line of symmetry in a given
recognizes learners who figure.
may have special needs.
V. PROCEDURES A. PRESENTATION OF OBJECTIVES
(The teacher presents to the class the objectives of the day’s lesson)
B. DRILL:
Spelling drill: Words to spell (pattern, term, line, shape, interval)
C. MOTIVATION:
Let the pupil discover the new lesson by enjoying the game give me the next letter.
D. PRESENTATION OF THE LESSON
Present the guide question: How are you going to determine the missing term/s or
pattern?
Values Integration: E. LESSON PROPER
Cooperation
- Let the pupils watch the video about missing term/s in a given pattern.
- Provide follow up explanation about the video and provide another example.
Creates an active
learning environment - Group the pupils into four. Ask the pupils to assign a leader to facilitate the group, a
Collaborative learning secretary to record the group activity, a disciplinary officer to guide the group in its
is an umbrella term discipline during group work and sanitation specialist to maintain the cleanliness of the
for a variety of
Workplace. Each group will be named from the DepeEd Core Values. Group 1 will be
educational
approaches involving named planet Maka-Diyos, Group 2 will be named planet Maka-tao, Group 3 will be
joint intellectual named planet Makakalikasan, Group 4 will be named planet Makabansa.
effort by students, or
students and teachers - Gallery walk
together. Usually, Ask the groups to walk around the room like in a gallery and examine the
students are working different papers posted around the classroom and ask them to choose one paper with
in groups of two or
different figures about patterns to work with. The teacher will roam around to facilitate
more, mutually
searching for the activity and check whether they are participating in the activity.
understanding,
solutions, or -“Converstation”
meanings, or creating After answering of what is asked in a piece of paper that they have picked
a product. (Smith & during the gallery walk, each group leader will be given 2 minutes to discuss their
MacGregor, 1992) answers to their group and after which, the group leader will transfer to another group
to share their work but first they must introduce their planet name and its values. Each
In my lesson, Collaborative
turn will be given 2 minutes for sharing.
learning activity would
allow learners to be
actively engaged in a way
they could practice
empathy and perspective-
taking. Learners apply
learned knowledge and
skills, better conceptual
understanding will result.
F. GENERALIZATION
How do we determine the missing term/s in a given pattern?
G. ASSESSMENT
Learning style assessment - Learning Styles
is an example of authentic - The pupils will be grouped according to their learning styles. The first group which is
assessment. It measures the visual learners will draw a farm with a design that relates to pattern. The other
intellectual
accomplishments that are
group of learners like auditory learners will create a short jingle or cheer/s that has a
worthwhile, significant and pattern and the kinesthetic learners will present a short dance routine with easy pattern
meaningful. This helps my to follow.
pupils to showcase what
they can do apart from No CRITERIA Beginning Developing Accomplished Exemplary Score
doing MC test. . 1 2 3 4
1 Role and responsibilities
a. Assuming Student Student Student Student
a role in never requires requires some proposes
the accepted much guidance to an
assignment a role. direction define a role appropriate
and for him/herself role for
guidance in and to him/herself
determining complete and fulfills
a role for duties the role
him/herself and duties
in the without
assignments question.
and for
completing
assigned
tasks.
H. CLOSURE
- Exit pass: have the students write in their math notebook Three things they learned
from the lesson, two things they will do to apply what they’ve learned, and one question
they have about the lesson.
VI. ASSIGNMENT Observation: List down at least 3 things you observe in the school that has a pattern.
VII. REFLECTION
Prepared & Demonstrated by:
BOBBIE G. BATINGAL
Teacher I
Observed by:
LANIE MARIE G. SABELLANO
Master Teacher I
Noted by:
BERNARDO L. PAÑARES
Principal II
